Designing a scientific work as a tool for informal advanced training of teachers

The research problem and the rationale for its relevance. The article actualizes the problem of the development of informal advanced training of teachers of general educational organizations by means of designing research work. A review of scientific, popular science, journalistic and educational literature is conducted, which allows to substantiate the significance of the issue under study in the system of advanced training of teachers. The goal of the research. To substantiate the effectiveness of the design of scientific work as: 1) a tool for integrating non-formal and informal education; 2) a tool for the development of informal advanced training of teachers of educational institutions. Methotodology. The research methodology was based on the methods of analytical generalization, forecasting, statistical processing of the obtained information, the method of quantitative meta-analysis of publications on the research topic, and the phenomenological method. Results. From different positions, the current literature on the research problem has been analyzed. It has been established that, despite the high degree of knowledge of informal education, specific tools for its development and mechanisms for integration with non-formal education in the system of advanced training of teachers are not sufficiently developed. The design of research work is justified as an effective tool for the development of informal education. It also revealed a number of essential qualities of the design of scientific work, allowing this type of activity to act as a mechanism for integrating informal and informal advanced training. A number of professional deficits and deformations of teachers that are not sufficiently studied in the scientific literature are identified and generalized. It is proved that the design of scientific work is an effective method of preventing and correcting these deformations. Personal and professional competencies of teachers of educational institutions are identified, which are directly or indirectly formed by research work. These competencies can be generalized into three groups: cognitive, communicative, and activity. A number of discussion points have been put forward in the “Discussions” section, which could become the basis for further research in this direction.